explains, "Whether it is the loss of a loved one to an illness, a job loss, or the loss of independence due to restrictions.... patients and family need to learn to grieve well." [They need to] "allow themselves the time to go through the grief stages." For a child experiencing loss, there is a sense of death. Those feelings are real and need to be worked through. Dr. Isbell offers her link for families who would like to reach out with particular questions: https:/ldrbergina.as.me/discov- ervca/1.

Adding to the problems of abrupt changes and feelings of loss, the very nature of this group of people, while there are exceptions, thrive best when they can give or get a hug or experience another physical touching, even if it's just rubbing their arm in comfort. The physical realm they have always known is now non-existent. This only adds to anxiety and uncertainty, chinking away at their already fragile world.

Schools have begun to reopen with strict guidelines and precautions, and many special needs children are grateful, even while some teachers remain uneasy over the heightened possibility of contracting the virus. Students are delighted to return to some form of normalcy, even if it includes wearing a mask. They want to see their friends again and work in a structured environment. They admit learning online can be challenging. To be physically around teachers and mentors they trust and other students who are friends offers some level of stress release.

Yet masks do make a difference. Mrs. Bonne Lease, a Kindergarten teacher from Maryland who has several special needs children in her classroom every year, explains children aren’t necessarily opposed to wearing a mask, especially if they are following adult role models. It does become more difficult, however, to display facial expressions hidden behind the masks. Young children respond to body language, including looks that denote a disciplinarian

expression or, conversely, a smile that signifies encouragement.

Title: The Camping Trip

Author: Margie Harding

Illustrator: Jennifer Phipps

Publisher: Painted Gate Publishing

Publication Date: March 2018

Paperback: 34 pages

ISBN-13: 978-1943871377

Available at: amazon.com and

Callista Powell, a deaf/hard of hearing teacher from South Dakota, expounded further on the mask conundrum. Her students read lips and facial expressions to “hear.” When the face is covered, they cannot see what is being said. This creates an even greater chasm between peers, teachers, and the population at large.

She explains it’s vital these students continue language exposure and accessibility. "Ninety percent of deaf children come from hearing parents, who may or may not use sign language for communication." While technology is wonderful, there

are frustrations and barriers for deaf and hard-of-hearing children. Visual aids are very important in this environment to enable the deaf child to gain an understanding of a concept, especially without the aid of being able to read the teacher's lips.

Children challenge us. It's important to model what we be lieve because, as Mrs. Lease explains, "Children learn by watching others." Further, she believes this begins from the moment they walk off the bus in the morning. Expectations, routines, and a love of learning can be seen through the eyes of even the youngest student. Purposeful planning ensures meaningful learning, even when it looks different from what we've always done.

KEEP CALM : STRATEGIES FOR MANAGING STRESS

Clearly, the effect of the pandemic has been profound. Yet, there are ways to manage stress and sustain some level of calm and control when there are numerous unknowns. According to the article "Parenting Children with Special Needs during COVID-19," relying on strategies that produced the best outcome before the pandemic is a place to start, in cluding:

• Maintain consistent medication, mealtime, and bedtime routines
• Present consistent visual clues to upcoming activities or events
• Keep consistent scheduled quiet time
• Offer consistent praise for a job done well

Additionally, contributors to this article add these ideas:

• Be purposeful in conversation, using words which clear ly define expectations
• Be involved with your child’s education by keeping in touch with your child’s teacher
• Discuss with your child what they do in school each day
• Allow your family to slow down without guilt
• Be an advocate for your child, gleaning all the information your child needs specifically
• Ask questions for clarification
• Use all the role models you have at your disposal for success
• Spray essential oils like lavender, lemon, or peppermint mixed with distilled water on the outer layer of masks to help with anxiety (be aware of possible allergic reaction)
• Encourage your child’s teacher and the staff when possible; a positive attitude goes a long way
• Provide additional personalized sensitivity for increased anxieties and emotional distresses with you!

Students aren't the only ones needing to manage stress, however. Both teachers and parents are in similar need. As parents, it's vital to remain positive, healthy, and remember to schedule time for fun, because these can help alleviate stress. Schedules can be daunting, but if you are burned out, no one can be productive.